Blog

We are excited to announce the launch of a new background paper: Humanitarian-Development Coherence in Education: Working together in crisis contexts! The purpose of this paper is to demystify the concept of humanitarian-development coherence.

 In order to ensure that its editorial processes are equitable and inclusive of all human diversity, the Journal on Education in Emergencies is moving away from ableist language.

This blog, part of the Committing to Change: Girls' EiE from Charlevoix to COVID-19, highlights the impacts of insecurity and violence against schoolgirls in Nigeria, and provides recommendations for the Nigerian government to ensure that girls continue to have access to safe schooling and quality education.

This blog, part of the Committing to Change: Girls' EiE from Charlevoix to COVID-19, explores how CODE has used its expertise in book production to help promote gender equity in Sierra Leone through the three-year Transforming Girls’ Education program.

A new paper by the Alliance and INEE analyses how school closures during the COVID-19 pandemic have had negative consequences for the wellbeing of children and young people in crisis contexts. We call on decision makers to use this paper to frame a holistic analysis of school closure on the wellbeing of children and young people, and to consider the safe reopening of schools.

This blog, part of the Committing to Change: Girls’ EiE from Charlevoix to COVID-19 series, discusses how the COVID-19 pandemic has exacerbated the fragility of educational access to women and girls in South Sudan, while also highlighting opportunities for engaging with communities to strengthen access to education.

In the new INEE Advocacy Brief, Private Engagement in Education in Emergencies: Rights and Regulations, we explore some of the tensions arising from the unique involvement of for-profit actors in EiE, and make recommendations to support the prioritization of safe, equitable, and quality public education for all children and young people affected by crises.

Rachel Samuel reflects on her educational experiences and calls for increased representation of refugee girls and women in higher education so that they can "plan beyond survival." 

Education Cannot Wait (ECW), the Inter-agency Network for Education in Emergencies (INEE), and the United Nations Girls’ Education Initiative (UNGEI) launched a new toolkit to support stronger integration of gender equality in education responses for children and youth in countries affected by emergencies and protracted crises.  

This framework provides a way for education in emergency (EiE) stakeholders to demonstrate alignment with and progress towards the INEE Minimum Standards.